Grantees

Mr. Boehmer and Ms. Johnson enhance the science and environmental knowledge of their students through a project on ecosystems. Students form peer-learning groups to research an ecosystem of their choosing and use plants, animals, and materials to create an ecosystem in ... more »

Connecting literature with science, Ms. Kirchmer and her partners design a project that investigates the biological and physiological effects of high-altitude hiking. After researching these effects, students read Into Thin Air and identify passages that describe the ... more »

Ms. Kalacheva and Mr. Keys develop an interdisciplinary project to motivate their minority students to learn German poetry. Students in German classes study German poetry and culture and compose and record music to accompany these poems. At the conclusion of the project, ... more »

Ms. Tuttle and Ms. Volain use botanical sculpture to integrate science and art. Students research invasive plants at local parks and design and construct a functional sculpture for their school courtyard. To share their learning with the community, students invite the media ... more »

The “Invasive Plant Field Study” project applies environmental science to the students’ lives. Mr. Rodrigues, Mr. Dashefsky, and Ms. LeBlonde help students conduct field research to investigate the detrimental effects invasive organisms and purple ... more »

In a four-week unit on human biology, ninth-grade students at Amity Junior High School create an illustrated children’s book on the human body. Students research a system in the human body, and then create a children’s book about that system. At the conclusion ... more »

Ms. Pepin and Mr. Oystrick provide their inner-city students with opportunities to explore nature in several hands-on environmental activities. Students research and monitor water quality at a local park, teach lessons on nature to local elementary students, and participate ... more »

Mr. Swann, Ms. Richardson, and Mr. Watson design an applied science unit on sound waves. After learning about sound, students work in groups to build musical instruments and create an original composition. Students perform and record their composition and use the recording ... more »

Ms. Ghinaudo and her partners form a learning
group to create campus-based science teacher resource centers. Each
campus will host six students whose work will be assessed and teachers
will engage in book study using books chosen by students. Lessons are
recorded ... more »

Ms. Koch, who is well-versed on the Latin American culture and language, travels to Spain to capture in-depth knowledge of Spanish culture and society. In July 2004, she enrolls in several university programs to learn vocabulary, dance, and teaching techniques that are ... more »

To reduce the attrition rate at their school, Ms. Abitabilo and her partners analyze teacher efficacy, its relationship to increasing student achievement, and its decline in teachers who teach less than ten years. Once a month the group explores issues such as classroom ... more »

Mr. Keating travels to London, England, to attend a program at Oxford University on language and literature. At Oxford, he refines his knowledge of language and literature and effective pedagogical techniques. Mr. Keating uses this knowledge to improve his teaching ... more »

Lake Central High School, St. John, IN Grades 9-12, Social Studies 2004, Winter

During summer 2004, Ms. Hobbs participates in Earthwatch Expeditions and travels to western and southern Russia to explore the rich tradition of music and dance. She documents and analyzes folk music and dance that was censored and almost extinguished under Soviet rule. ... more »

With “Opening Our Grandparents’ Memory Box,” Mr. Godoy-Gonzalez and his partners are helping their English language learners and special education students to improve their English skills. Students collaboratively study and research the role immigrants ... more »

Ms. Vickery and Ms. Wilburn have created a practical application of chemistry for their students. In a unit on the chemistry of color, students study natural and chemically manipulated pigments used to develop inks, paints, and glazes. The teachers also connect learning to ... more »

To engage their at-risk students in school, Mr. Paden and his partners designed a curriculum that connects environmental education and service learning with all content areas. Focusing on land navigation, students plant trees, build birdhouses, and create trail markers. ... more »

To help students understand the critical role that propaganda played in the maintenance of totalitarian regimes such as Nazi Germany and the Soviet Union, Mr. McDowell and Ms. Johnstowne simulate a ministry of propaganda. Students learn media literacy by creating ... more »

Through “Learn by Teaching,” Ms. Baham and Ms. Ford enrich the communication and science vocabulary of their English language learners. After studying complex biology vocabulary and concepts, these students practice their communication and critical thinking ... more »

Ms. Stowell and her colleagues form a study group to examine peer coaching as a means for improving their students’ reading, writing, and mathematics skills. After studying literature on peer coaching and observing each other’s teaching, group members coach ... more »

Ms. Newman, Ms. Torrence, and Ms. Williams research and develop prototypes of paraprofessional portfolios, including a sample electronic portfolio. These portfolios provide a model their colleagues can use to demonstrate their qualifications in improving student learning ... more »

The tenth-grade English teachers at Joel Barlow High School examine best practices for enhancing their students’ writing skills. These group members analyze student work to identify problematic areas in student writing and develop instructional and assessment tools to ... more »

Mr. Egenrieder and Dr. Le’s seventh- and ninth-grade students use scientific tools to explore the hypothesis that coyotes have returned to Arlington, Virginia. With laser-guided cameras, global positioning equipment, and topographical maps in hand, students identify ... more »

Mr. DeField, Ms. Howe, and Ms. Townsend have developed an applied physics course that focuses on hot air ballooning and targets students who do not perform well in traditional science classes. Students research federal aviation laws and create prototypes of hot air ... more »

George Washington Carver High School of Engineering and Science, Philadelphia, PA Grades 9-12, Science 2005, Fall

Dr. Basu and his partners implement “Urban
Pesticides and Ecology of Philadelphia Watersheds” to help their
students understand the causes and effects of our living habits on the
watershed and wetlands in Philadelphia. Students learn about the impact
of ... more »

Ms. Dieter and Ms. Hanford implement “Expeditions”
to provide high school students with a broader understanding of
English, world cultures, fine arts, and physical education. One portion
of the program entitled “Around the World in 45 Days” ... more »

Through their project entitled, “Broadcast
Communications,” Ms. Whittaker and her partners help students develop
and run a school newspaper, an online magazine, television programs, and
a school-based radio station. Students design a company logo and ... more »

At this comprehensive high school, Ms. Brady and
her partners improve the career and technical education curriculum for
ninth grade students who are achieving below their potential. Faculty
and students conduct joint site visits to career and technical education
... more »

To help alternative education students explore the
artistic aspects of photography, Ms. LaMarre and her partners develop a
nature photography project that incorporates science, writing,
research, and self-exploration. Students are introduced to photography
and ... more »

Mr.
Everett and Ms. Robinson investigate how real-time assessment and
handheld technology can assist reading instruction. Teachers use
handheld computers to record, track, and evaluate students to align
curriculum and instruction.

Dr.
DeWindt observes and documents instruction to assess how teachers
promote character education within their lesson plans and curricula. To
provide examples of best practices, Dr. DeWindt videotapes lessons and
creates a website to showcase effective instructional ... more »

Ms.
Scanlon, Ms. Elliott, and Ms. Sherman study content area reading
strategies to enhance the reading skills of their high school students.
Each month, participants observe each other’s classroom and analyze
reading instruction. The group creates a resource ... more »

To
improve their students’ environmental science skills, Ms. Rudd and Ms.
Varras design research projects on a local site that is the center of
controversy between environmentalists and developers. Students conduct
research on a local community problem that ... more »

To
give their students hands-on experience with botany, Ms. Walck and Ms.
James help students build a school greenhouse. Students use the
greenhouse to investigate plant growth and artificial plant propagation.

Ms.
Tyvand and her partners implement “Alternative Energy Project” to
develop their ninth- and tenth-grade students’ understanding of
renewable and nonrenewable energy sources. Students examine the
economic, environmental, political, social, and ... more »

Ms.
Pfeiffer and Mr. Falk give their students real-world agricultural
experiences through several production farming projects. Students learn
techniques for selecting, feeding, and raising livestock. In addition,
students develop forest management techniques as they ... more »

Through
“Quality Learning: Community and Environment through Quality Food,” Ms.
Burgess and her partners convert school land into grazing pastures to
provide an meaningful learning experiences for their at-risk students.
Students research grazing ... more »

Mr.
Rice and Ms. Chern develop “Mapping the Kona Coast” to introduce their
students to local Hawaiian religious, cultural, and linguistic sites.
Students visit sites, such as burial grounds and migration trails, and
use global positioning technologies to ... more »

Collaborating
with a local cultural arts group, Ms. Klein-Young and her partners
empower their at-risk students with entrepreneurial and visual arts
skills. Students work with local artists to explore studio art, crafts,
marketing, and sales. Students apply what ... more »

Ms. Aukshun and her partners implement a
professional learning community for colleagues in the mathematics
department that focuses on formative assessment. The group examines how
formative assessment informs instruction, develops rich and deep
questioning techniques ... more »

In anticipation of a new comprehensive state
test in history and social sciences, Mr. Whittier and his partners
engage in a study group to develop effective document based questions
(DBQ) and a set of rubrics and exemplars related to those questions.
Working with an ... more »

Mr. Payne and his partners organize a
professional learning community of mathematics instructors to join their
school’s ongoing professional development initiative. The learning
community meets weekly to investigate student work, examine videos of
instruction, ... more »

To allow students to identify an area of
personal interest, apply knowledge in real world settings, and improve
research, writing, and presentation skills, Ms. LeCour and her partners
implement a senior project as a graduation requirement in their rural
high school. ... more »

Working to increase student enrollment in
upper-level mathematics and science classes, Ms. Mueller and Mr. Brandon
introduce a robotics class in their economically disadvantaged school.
Students build robots for both dry land and underwater and learn the
computer ... more »

Ms. Jenkins and her partners develop “The
Learning Garden: Gardening Across the Curriculum” to allow students to
experience the rewards of outdoor exploration as an extension of their
academic life. Students engage in a variety of inquiry-driven projects ... more »

Ms. Worley and her colleagues study ways to restructure their very large, impersonal high school into a number of smaller, more effective learning communities. Their research takes them to various schools across the country to consult with educators who have achieved ... more »

Ms. Wilkins and her study group partners, who are high school and middle school mathematics teachers, are determining the most effective methods of using manipulatives to improve students' comprehension and retention of pre-algebra, algebra, and geometry concepts. Study ... more »

In their study group, Ms. Hjelle and her colleagues learn reading achievement research applications. Study group members observe each other's classroom teaching to analyze how faculty use reading strategies across content areas, and develop a common framework for teaching ... more »

Mr. Nelson and Ms. Schaub study best practices in the use of portfolio assessment, including electronic portfolios. After piloting the process in Manhattan High School physics courses, Mr. Nelson and Ms. Schaub plan to present the program to preservice teachers and other ... more »